scholarly journals Inside a 3D simulation: Realism, dramatism and challenge in the development of students’ teacher digital competence

2019 ◽  
Author(s):  
Juan González Martínez ◽  
Mar Camacho Martí ◽  
Mercè Gisbert Cervera
Keyword(s):  
Teacher Training ◽  
Virtual World ◽  
Positive Impact ◽  
Meaningful Learning ◽  
Digital Competence ◽  
3D Simulations ◽  
Initial Teacher Training ◽  
3D Environments ◽  
Immense Potential ◽  
Development Of Students

The universalisation of immersive technologies and digital 3D environments has enabled simulated experiences to be created in various contexts, one of which is education. These environments have immense potential for, for example, generating immersive situations in which students can experience real learning. Although realism, dramatism and challenge have been little explored in the field of education, they are increasingly viewed as interesting conditions to be satisfied when simulations aimed at ensuring meaningful learning in the virtual world are designed. This article reflects on these three qualities in a simulation experience for initial teacher training conducted under the Simul@b project, the main objective of which was to design, implement and evaluate a 3D simulations laboratory for developing teacher digital competence among primary and secondary schoolteachers. The results of this experience show that simulation in 3D environments is a productive strategy with enormous potential. Moreover, these environments enable the creation of realistic scenarios that allow teaching competences to be developed and whose simulation has a positive impact on learning.

Teacher Training and Digital Competence

2017 ◽  
pp. 897-907
Author(s):  
Rosanna Tammaro ◽  
Anna D'Alessio
Keyword(s):  
Teacher Training ◽  
Knowledge Society ◽  
Digital Competence ◽  
Learning Tool ◽  
Skill Area ◽  
Initial Teacher Training ◽  
Teachers And Students ◽  
Service Training ◽  
User Skills

Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. In this paper the focus is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.

Teacher Training and Digital Competence

2016 ◽  
Vol 7 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Rosanna Tammaro ◽  
Anna D'Alessio
Keyword(s):  
Teacher Training ◽  
Knowledge Society ◽  
Digital Competence ◽  
Learning Tool ◽  
Skill Area ◽  
Initial Teacher Training ◽  
Teachers And Students ◽  
Service Training ◽  
User Skills

Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. In this paper the focus is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.

scholarly journals USING SCIENTIFIC E-CONFERENCES FOR THE RESEARCH COMPETENCE DEVELOPMENT: STUDENTS’ POINT OF VIEW

2019 ◽  
Vol 72 (4) ◽  
pp. 168-181
Author(s):  
Olena G. Glazunova ◽  
Olena G. Kuzminska ◽  
Nataliia V. Morze ◽  
Tetyana V. Voloshyna
Keyword(s):  
Information Search ◽  
Digital Literacy ◽  
Positive Impact ◽  
Point Of View ◽  
Search Problem ◽  
Student Survey ◽  
Digital Competence ◽  
Research Competence ◽  
Electronic Conference ◽  
Development Of Students

The article discusses the methodology of using a scientific electronic conference for the development of research competence of university students. A model of the use of a scientific electronic conference for the development of students' research competence was developed. It includes the following components: purpose, procedural, content-technological, diagnostic. It is proposed to use a process approach for the development of research competence through electronic scientific conferences. The purpose, activities, means, forms, methods and research skills that will be formed as a result of each process were determined. The system of indicators was developed to determine the level of research competence for such constituents as: methodology, information search, problem solving, quantitative analysis and communication. The types of activities occurring at each stage of the process are determined, in particular, the means and electronic content used for their implementation, the forms and methods of efficient use of electronic means, competences that are formed during the implementation of the model. Stages of students’ preparation for and participation in an electronic conference in cooperation with lecturers and experts (reviewers) that will form not only the research competence of students, but also their digital competence (digital literacy) are presented. The efficiency of using scientific electronic conferences as an instrument for the development of students' research competence has been proved. In particular, the results of the student survey on the development of constituents of research competence are presented. The students of the National University of Life and Environmental Sciences of Ukraine and Borys Grinchenko Kyiv University who have an intermediate and high level of research competence have noted the positive impact of lead-up and participation in scientific e-conferences on the development of students’ research competence.

scholarly journals Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

2020 ◽  
Author(s):  
Diego Miguel-Revilla ◽  
José María Martínez-Ferreira ◽  
María Sánchez-Agustí
Keyword(s):  
Teacher Training ◽  
Social Studies ◽  
Prospective Teachers ◽  
Digital Competence ◽  
Initial Teacher Training ◽  
Low Degree ◽  
Starting Point ◽  
Degree Of Confidence ◽  
University Setting ◽  
Positive Effect

Fostering the digital competence of educators is a key aspect that can be addressed in initial teacher training. The TPACK model (Mishra & Koehler, 2006) can be complemented with an approach that takes the Digital Competence of Educators framework (Redecker & Punie, 2017) and 21st century competences into account. This study analysed the practical utility of this conceptual model, and the effectiveness of a teaching intervention in a university setting, during two academic years, with social studies secondary education prospective teachers. Using a quantitative approach and the TPACK-21 questionnaire (Valtonen et al., 2017), the study examined the starting point and evolution of the participants. Results indicate the adequacy of the framework and instrument used and favourable progress towards competence after the assessment of seven factors. Although pre-service teachers showed a low degree of confidence regarding their capabilities of integrating technological with pedagogical and content knowledge, especially in three of the components, this obstacle was overcome after the intervention. It is possible to conclude that the pedagogical and conceptual orientation of the teaching proposal has shown a positive effect, evidencing the effectiveness of a comprehensive approach capable of adapting to the specificity and challenges of social studies education.

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